Graduation Year
2025
Document Type
Capstone Project
Project Type
Quantitative Study
Degree Name
Master of Science in Occupational Therapy
Program
Occupational Therapy
Program Chair
Gina Tucker-Roghi, OTD, OTR/L, BCG
Faculty Advisor
Caroline Umeda, PhD, OTR/L
Abstract
Background: Physical, sensory, and social barriers in cultural art spaces affect participation and must be addressed to experience maximum access and enjoyment. Occupational therapy can help overcome these obstacles by supporting staff education through Universal Design for Learning (UDL) frameworks.
Methods: This study measured the effectiveness of an occupational therapy-based training that focused on improving museum staff’s confidence and competence in implementing UDL principles in presentations at a science museum. Data were collected via pre-test and post-test surveys, and data were analyzed using SPSS.
Results: Museum staff demonstrated an increased understanding of UDL principles, greater confidence when presenting to neurodivergent populations, and enhanced their ability to support access and inclusion for people with disabilities. Post-survey results indicated a statistically significant (p< 0.05) shift in the staff perspectives on the importance of UDL, increased confidence in supporting access and inclusion, and improved understanding of how visual resources support access and inclusion for visitors.
Conclusion: Occupational therapy consultation is important in cultural art spaces to address barriers and increase meaningful participation for all. The findings emphasize the need for UDL and disability-related education for staff, suggesting that providing clear language and frameworks can significantly support and enhance inclusion efforts.
Keywords: occupational therapy consultation, community-based occupational therapy, cultural arts accessibility, community participation, neurodiversity, autism, sensory friendly, accessibility programming
IRB Number
11199